Module 7 Assignment 2
ELL Case Study
Background Information:
Since my ESOL student list was not accessible yet, I reached out to the ESOL coordinator.
Although the student she provided is in ninth grade, the action plan represents what I would do in my
classroom and through my instruction as if he were my current student.
Sebastian E. is a ninth-grade male student. His language classification is indicated as a 2. His
results on the ACCESS for ELLs test (taken 1/27/2020) is as follows: 2.4 in Listening, 1.8 in Speaking, 1.9
in Oral, 2.1 in Reading, 2.3 in Writing, 2.2 in Comprehension, and 2.2 in Literacy. The Home Language
Survey was given on 8/29/2019, and Sebastian’s ESOL Program Entry Date was 9/4/2019. In terms of his
academic standing, Sebastian took the ELA Reading FSA in Spring 2021 as an eighth grade student. He
received an Achievement Level 1. Testing accommodations are listed on Sebastian’s ELL Plan. For ALL
state and district assessments, Sebastian’s accommodations include flexible scheduling, approved
dictionary, flexible setting, and assistance in the Heritage Language.
Other interesting background information is that Sebastian received three quarters of English
instruction before the pandemic: in an ESOL class, in addition to regular instruction. He was not
exposed to English during the pandemic lockdown. When he returned back to school in August of last
year, he had difficulty understanding expectations and navigating virtual school, and had frequent
absences.
Action Plan:
One instructional strategy to increase Sebastian’s access and exposure to acquiring the English
language in ELA is displaying print to support oral language. This involves labeling common items and
high-frequency areas around the classroom, such as the student supply center, turn in bins, and the
bookshelf with textbooks. Speech emergence is another strategy to increase Sebastian’s access to his
second language of English. This can be accomplished by activating prior knowledge to see what
Sebastian understands about a particular topic. Promoting language development in reading can be
accomplished by adjusting my rate of speech during class discussions, as well as during reading texts
aloud. If we are reading a passage from the textbook, there is an option to listen to each text’s audio,
and adjust the rate of speed of which it is read. This will help ensure comprehension and understanding.
These are all differentiated strategies and approaches to meet Sebastian’s needs. The Language
Experience Approach is another instructional strategy to increase access to language acquisition because
it promotes reading and writing based on personal experiences and oral language. As mentioned above,
Sebastian will have opportunities to gain exposure via reinforced language learning experiences.
A print-rich environment will provide materials to promote language development because
there are many opportunities to interact with various forms of literacy. First and foremost, a classroom
library is essential in my ELA classroom. There will be a variety of genres and types of texts. In addition
to books, other types of texts can be found in the classroom library, such as comics, magazines, and
newspapers. In addition to labels around the classroom, there is a Word Wall. On the Word Wall, I will
display vocabulary words and concepts relating to the unit we are studying. I can even have Sebastian
(as well as other students) make mini posters of those terms, with definitions, synonyms, and
illustrations and place those on the Word Wall.
The module states that an accommodation/instructional support for equitable access to the
content area I teach (ELA) is “incorporating improved comprehension skills.” This can be achieved in a
number of ways. First, building background knowledge will help Sebastian make connections between
what he already knows and new content. Teaching vocabulary explicitly using student-friendly
definitions, using images, and acting out words will help form connections to these new terms. Chunking
text by breaking it into short, manageable sections, as well as discussions before and after each section
will improve comprehension skills. Lastly, informal comprehension checks, graphic organizers, and using
a variety of methods for Sebastian to show what he knows can also improve comprehension by checking
in frequently. The ESOL director at my school has also mentioned other content supports: modeling,
read alouds, think alouds, role playing, and manipulatives.
Supports available within the school that are appropriate for Sebastian include additional
bilingual support provided by bilingual paraprofessional/teacher, and social-emotional support from
peers who are themselves learning English. Guidance counselors, CRTs, and the ESOL Director will
provide support in terms of ensuring that the Sebastian is appropriately scheduled in courses that will
meet his academic and linguistic needs.
The timeline of this action plan is to be determined. It will at least be in place until the next
WIDA or Access Assessment to determine if there have been any changes in Sebastian’s proficiencies.
The module states that “students classified as ELL continue to receive appropriate instruction until such
time as the student is reclassified as English proficient, or otherwise existed from the ESOL program” so
the action plan can be in place until further notice and guidance from the ESOL director.